Kirsty Kitto models the many ways in which humans interact with information, and how this can change as a result of the different contexts in which people find themselves. She is working towards providing unified mathematical and computational models of contextuality, which often results in apparently complex and unpredictable human behaviour. During 2010-2012 she was supported by a prestigous ARC Postdoctoral Fellowship for a Discovery Project investigating this problem: DP1094974: Generalised quantum models of complexity with application to cognitive systems. A number of papers resulting from this grant are listed on this page.
She has collaborated on projects with people from a wide range of fields, including Physics, Experimental Psychology, Cognitive Science, Computer Science, Social Psychology, Education and Computational Linguistics. For example, in 2010-2012 she was an Investigator on an European FP7 Marie Curie International Research Staff Exchange Scheme (QONTEXT Quantum Theory of Context Representation for Information Access and Retrieval), which brought together physicists and experts in information retrieval to work on the problem of incorporating contextual models into models of information access and retrieval. She publishes papers in journals covering fields such as Complex Systems Science, Cognitive Science, Psychology and Computer Science.
Can supervise: YES
Atmanspacher, H, Haven, E, Kitto, K & Raine, D 2014, Preface.
Kitto, K, Williams, C & Alderman, L 2019, 'Beyond Average: Contemporary statistical techniques for analysing student evaluations of teaching', Assessment and Evaluation in Higher Education, vol. 44, no. 3, pp. 338-360.View/Download from: UTS OPUS or Publisher's site
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Student evaluations of teaching (SETs) have been used to evaluate higher education teaching performance for decades. Reporting SET results often involves the extraction of an average for some set of course metrics, which facilitates the comparison of teaching teams across different organisational units. Here, we draw attention to ongoing problems with the naive application of this approach. Firstly, a specific average value may arise from data that demonstrates very different patterns of student satisfaction. Furthermore, the use of distance measures (e.g. an average) for ordinal data can be contested, and finally, issues of multiplicity increasingly plague approaches using hypothesis testing. It is time to advance the methodology of the field. We demonstrate how multinomial distributions and hierarchical Bayesian methods can be used to contextualise the SET scores of a course to different organisational units and student cohorts, and then show how this approach can be used to extract sensible information about how a distribution is changing.
Kitto, K & Knight, S 2019, 'Practical ethics for building learning analytics', British Journal of Educational Technology, vol. 50, no. 6, pp. 2855-2870.View/Download from: UTS OPUS or Publisher's site
© 2019 British Educational Research Association Artificial intelligence and data analysis (AIDA) are increasingly entering the field of education. Within this context, the subfield of learning analytics (LA) has, since its inception, had a strong emphasis upon ethics, with numerous checklists and frameworks proposed to ensure that student privacy is respected and potential harms avoided. Here, we draw attention to some of the assumptions that underlie previous work in ethics for LA, which we frame as three tensions. These assumptions have the potential of leading to both the overcautious underuse of AIDA as administrators seek to avoid risk, or the unbridled misuse of AIDA as practitioners fail to adhere to frameworks that provide them with little guidance upon the problems that they face in building LA for institutional adoption. We use three edge cases to draw attention to these tensions, highlighting places where existing ethical frameworks fail to inform those building LA solutions. We propose a pilot open database that lists edge cases faced by LA system builders as a method for guiding ethicists working in the field towards places where support is needed to inform their practice. This would provide a middle space where technical builders of systems could more deeply interface with those concerned with policy, law and ethics and so work towards building LA that encourages human flourishing across a lifetime of learning. Practitioner Notes What is already known about this topic Applied ethics has a number of well-established theoretical groundings that we can use to frame the actions of ethical agents, including, deontology, consequentialism and virtue ethics. Learning analytics has developed a number of checklists, frameworks and evaluation methodologies for supporting trusted and ethical development, but these are often not adhered to by practitioners. Laws like the General Data Protection Regulation (GDPR) apply to fields like education, but the complexity...
© 2018 Elsevier Inc. Quantum Cognition has delivered a number of models for semantic memory, but to date these have tended to assume pure states and projective measurement. Here we relax these assumptions. A quantum inspired model of human word association experiments will be extended using a density matrix representation of human memory and a POVM based upon non-ideal measurements. Our formulation allows for a consideration of key terms like measurement and contextuality within a rigorous modern approach. This approach both provides new conceptual advances and suggests new experimental protocols.
© 2017 Gabora and Kitto. This paper proposes that cognitive humor can be modeled using the mathematical framework of quantum theory. We begin with brief overviews of both research on humor, and the generalized quantum framework. We show how the bisociation of incongruous frames or word meanings in jokes can be modeled as a linear superposition of a set of basis states, or possible interpretations, in a complex Hilbert space. The choice of possible interpretations depends on the context provided by the set-up vs. the punchline of a joke. We apply the approach to a verbal pun, and consider how it might be extended to frame blending. An initial study of that made use of the Law of Total Probability, involving 85 participant responses to 35 jokes (as well as variants), suggests that the Quantum Theory of Humor (QTH) proposed here provides a viable new approach to modeling humor.
Kitto, K, Lupton, M, Davis, K & Waters, Z 2017, 'Designing for student-facing learning analytics', Australasian Journal of Educational Technology, vol. 33, no. 5, pp. 152-168.View/Download from: UTS OPUS or Publisher's site
© 2017. Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making, metacognition, and reflection. We propose two learning design patterns that will help educators to incorporate LA into their teaching protocols: do-analyse-change-reflect, and active learning squared. We discuss these patterns with reference to a case study utilising the Connected Learning Analytics (CLA) toolkit, in three trials run over a period of 18 months. The results demonstrate that student-facing learning analytics is not just a future possibility, but an area that is ripe for further development.
Gibson, A, Kitto, K & Bruza, P 2016, 'Towards the Discovery of Learner Metacognition from Reflective Writing', The Journal of Learning Analytics, vol. 3, no. 2, pp. 22-36.View/Download from: UTS OPUS or Publisher's site
Modern society demands renewed attention on the competencies required to best
equip students for a dynamic and uncertain future. We present exploratory work based on the
premise that metacognitive and reflective competencies are essential for this task. Bringing the
concepts of metacognition and reflection together into a conceptual model within which we
conceived of them as both a set of similar features, and as a spectrum ranging from the
unconscious inner-self through to the conscious, external, social self. This model was used to guide
exploratory computational analysis of 6,090 instances of reflective writing authored by
undergraduate students. We found the conceptual model useful in informing the computational
analysis, which in turn showed potential for automating the discovery of metacognitive activity in
reflective writing, an approach that holds promise for the generation of formative feedback for
students as they work towards developing core 21st century competencies.
Bruza, PD, Kitto, K, Ramm, BJ & Sitbon, L 2015, 'A probabilistic framework for analysing the compositionality of conceptual combinations', JOURNAL OF MATHEMATICAL PSYCHOLOGY, vol. 67, pp. 26-38.View/Download from: UTS OPUS or Publisher's site
A system is something that can be separated from its surrounds, but this definition leaves much scope for refinement. Starting with the notion of measurement, we explore increasingly contextual system behaviour and identify three major forms of contextuality that might be exhibited by a system: (1) between components; (2) between system and experimental method; and (3) between a system and its environment. Quantum theory is shown to provide a highly useful formalism from which all three forms of contextuality can be analysed, offering numerous tests for contextual behaviour, as well as modelling possibilities for systems that do indeed display it. I conclude with the introduction of a contextualised general systems theory based on an extension of this formalism.
Kitto, K & Boschetti, F 2013, 'ATTITUDES, IDEOLOGIES AND SELF-ORGANIZATION: INFORMATION LOAD MINIMIZATION IN MULTI-AGENT DECISION MAKING', ADVANCES IN COMPLEX SYSTEMS, vol. 16, no. 2-3.View/Download from: UTS OPUS or Publisher's site
Kitto, K & Kortschak, RD 2013, 'Contextual models and the non-Newtonian paradigm', PROGRESS IN BIOPHYSICS & MOLECULAR BIOLOGY, vol. 113, no. 1, pp. 97-107.View/Download from: UTS OPUS or Publisher's site
Nelson, DL, Kitto, K, Galea, D, McEvoy, CL & Bruza, PD 2013, 'How activation, entanglement, and searching a semantic network contribute to event memory', MEMORY & COGNITION, vol. 41, no. 6, pp. 797-819.View/Download from: UTS OPUS or Publisher's site
Bruza, PD, Kitto, K, Ramm, B, Sitbon, L, Song, D & Blomberg, S 2012, 'Quantum-like non-separability of concept combinations, emergent associates and abduction', LOGIC JOURNAL OF THE IGPL, vol. 20, no. 2, pp. 445-457.View/Download from: UTS OPUS or Publisher's site
Measures and theories of information abound, but there are few formalised methods for treating the contextuality that can manifest in different information systems. Quantum theory provides one possible formalism for treating information in context. This paper introduces a quantum inspired model of the human mental lexicon. This model is currently being experimentally investigated and we present a preliminary set of pilot data suggesting that concept combinations can indeed behave non-separably. © 2011 Springer Science+Business Media B.V.
Bruza, P, Kitto, K, Nelson, D & McEvoy, C 2009, 'Is there something quantum-like about the human mental lexicon?', JOURNAL OF MATHEMATICAL PSYCHOLOGY, vol. 53, no. 5, pp. 362-377.View/Download from: Publisher's site
Cahill, RT & Kitto, K 2003, 'Michelson-Morley experiments revisited and the cosmic background radiation preferred frame', Apeiron, vol. 10, no. 2, pp. 104-117.
A new information-theoretic physics has given rise to a quantum-foam description of space relative to which absolute motion is meaningful and measurable. In this new physics Michelson interferometers operating in gas mode are capable of revealing absolute motion. We analyse the old results from gas-mode Michelson interferometer experiments which always showed small but significant effects. Analysis of the Illingworth (1927) experimental data, after correcting for the refractive index effect of the helium used, reveals an absolute speed of the Earth of v = 369 ± 123 km/s, while the Miller experiment (1933), after correcting for the refractive index effect of the air, now gives a speed of v = 335 ± 57 km/s, which are in agreement with the speed of v = 365 ± 18 km/s determined from the dipole fit, in 1991, to the NASA COBE satellite Cosmic Background Radiation (CBR) observations. The new physics also implies that vacuum interferometers will give null results, as has been observed many times. These experimental results imply that absolute motion is observable and that there is a preferred foliation of spacetime coinciding with the CBR frame.
Cahill, R, Klinger, C & Kitto, K 2000, 'Process physics: Modelling reality as self-organizing information', Physicist, vol. 37, no. 6, p. 191.
Kitto, K, Cutrupi, J, Philips, M, Gardiner, G, Ghodrati, M & Buckingham Shum, S 2019, 'The connected university: Connectedness Learning across a lifetime' in Bridgstock, R & Tippett, N (eds), Higher Education and the Future of Graduate Employability, Edward Elgar Publishing, pp. 230-249.View/Download from: UTS OPUS
This book challenges the dominant ‘employability skills’ discourse by exploring socially connected and networked perspectives to learning and teaching in higher education.
Atmanspacher, H, Bergomi, C, Filk, T & Kitto, K 2015, 'Preface' in Quantum Interaction, Springer.
At the core of our uniquely human cognitive abilities is the capacity to see things from different perspectives or to place them in a new context. We propose that this was made possible by two cognitive transitions. First, the large brain of Homo erectus facilitated the onset of recursive recall: the ability to string thoughts together into a stream of potentially abstract or imaginative thought. This hypothesis is supported by a set of computational models where an artificial society of agents evolved to generate more diverse and valuable cultural outputs under conditions of recursive recall. We propose that the capacity to see things in context arose much later, following the appearance of anatomically modern humans. This second transition was brought about by the onset of contextual focus: the capacity to shift between a minimally contextual analytic mode of thought and a highly contextual associative mode of thought conducive to combining concepts in new ways and “breaking out of a rut.” When contextual focus is implemented in an art-generating computer program, the resulting artworks are seen as more creative and appealing. We summarize how both transitions can be modeled using a theory of concepts which highlights how different contexts shift the interpretation of a single concept.
© 2008 by World Scientific Publishing Co. Pte. Ltd. All rights reserved. Originally based upon a pregeometric model of the Universe, Process Physics has now been formulated as far more general modeling paradigm that is capable of generating complex emergent behavior. This article discusses the original re- lational model of Process Physics and the emergent hierarchical structure that it generates, linking the reason for this emergence to the historical basis of the model in quantum field theory. This historical connection is used to motivate a new interpretation of the general class of quantum theories as providing mod- els of certain aspects of complex behavior. A summary of this new realistic interpretation of quantum theory is presented and some applications of this viewpoint to the description of complex emergent behavior are sketched out.
Abel, S, Kitto, K, Knight, S & Shum, SB 2018, 'Designing personalised, automated feedback to develop students’ research writing skills', ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders, pp. 15-24.View/Download from: UTS OPUS
© 2018 ASCILITE 2018 - Conference Proceedings - 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education: Open Oceans: Learning Without Borders Constructive and formative feedback on writing is crucial to help Higher Degree Research (HDR) students develop effective writing skills and succeed, both in their degree and beyond. However, at the start students have a poor grasp of good academic writing, and HDR supervisors do not always have the time or the writing expertise to provide quality, constructive, formative feedback to students. One approach to address this problem is provided by Writing Analytics (WA), using text analytics to provide timely, formative feedback to students on their writing, in the process introducing a clear set of terms to describe important features of academic writing. This paper describes how Swales’ (1990) Create A Research Space (CARS) model was used to extend a writing analytics tool such that it could be applied to HDR students’ writing, and how good feedback practices were employed to design constructive automated feedback. This work summarises a process that can be used to develop theory driven writing analytics tools that should facilitate thesis writing.
Kitto, K, Shum, SB & Gibson, A 2018, 'Embracing imperfection in learning analytics', Proceedings of the 8th International Conference on Learning Analytics and Knowledge, International Conference on Learning Analytics and Knowledge, ACM, Sydney, New South Wales, Australia, pp. 451-460.View/Download from: UTS OPUS or Publisher's site
© 2018 Copyright held by the owner/author(s). Learning Analytics (LA) sits at the confluence of many contributing disciplines, which brings the risk of hidden assumptions inherited from those fields. Here, we consider a hidden assumption derived from computer science, namely, that improving computational accuracy in classification is always a worthy goal. We demonstrate that this assumption is unlikely to hold in some important educational contexts, and argue that embracing computational “imperfection” can improve outcomes for those scenarios. Specifically, we show that learner-facing approaches aimed at “learning how to learn” require more holistic validation strategies. We consider what information must be provided in order to reasonably evaluate algorithmic tools in LA, to facilitate transparency and realistic performance comparisons.
Clow, D, Ferguson, R, Kitto, K, Cho, YS, Sharkey, M & Aguerrebere, C 2017, 'Beyond failure: The 2ndLAK Failathon poster', Proceedings of the Seventh International Learning Analytics & Knowledge Conference, International Learning Analytics & Knowledge Conference, ACM, Vancouver, British Columbia, Canada, pp. 540-541.View/Download from: UTS OPUS or Publisher's site
© 2017 ACM. This poster will be a chance for a wider LAK audience to engage with the 2ndLAK Failathon workshop. Both of these will build on the successful Failathon event in 2016 and extend beyond discussing individual experiences of failure to exploring how the field can improve, particularly regarding the creation and use of evidence. Failure in research is an increasingly hot topic, with high-profile crises of confidence in the published research literature in medicine and psychology. Among the major factors in this research crisis are the many incentives to report and publish only positive findings. These incentives prevent the field in general from learning from negative findings, and almost entirely preclude the publication of mistakes and errors. Thus providing an alternative forum for practitioners and researchers to learn from each other's failures can be very productive. The first LAK Failathon, held in 2016, provided just such an opportunity for researchers and practitioners to share their failures and negative findings in a lower-stakes environment, to help participants learn from each other's mistakes. It was very successful, and there was strong support for running it as an annual event. The 2n LAK Failathon workshop will build on that success, with twin objectives to provide an environment for individuals to learn from each other's failures, and also to co-develop plans for how we as a field can better build and deploy our evidence base. This poster is an opportunity for wider feedback on the plans developed in the workshop, with interactive use of sticky notes to add new ideas and coloured dots to illustrate prioritisation. This broadens the participant base in this important work, which should improve the quality of the plans and the commitment of the community to delivering them.
Clow, D, Ferguson, R, Kitto, K, Cho, Y-S, Sharkey, M & Aguerrebere, C 2017, 'Beyond failure', Proceedings of the Seventh International Learning Analytics & Knowledge Conference on - LAK '17, the Seventh International Learning Analytics & Knowledge Conference, ACM Press.View/Download from: Publisher's site
Cooper, A, Berg, A, Sclater, N, Dorey-Elias, T & Kitto, K 2017, 'LAK17 hackathon: getting the right information to the right people so they can take the right action', Proceedings of the Seventh International Learning Analytics & Knowledge Conference, International Learning Analytics & Knowledge Conference, ACM, Vancouver, British Columbia, Canada, pp. 514-515.View/Download from: UTS OPUS or Publisher's site
© 2017 ACM. The hackathon is intended to be a practical hands-on workshop involving participants from academia and commercial organizations with both technical and practitioner expertise. It will consider the outstanding challenge of visualizations which are effective for the intended audience: informing action, not likely to be misinterpreted, and embodying contextual appropriacy, etc. It will surface particular issues as workshop challenges and explore responses to these challenges as visualizations resting upon interoperability standards and API-oriented open architectures.
Cross, S, Waters, Z, Kitto, K & Zuccon, G 2017, 'Classifying help seeking behaviour in online communities', ACM International Conference Proceeding Series, International Learning Analytics & Knowledge Conference, Association for Computing Machinery, Vancouver, British Columbia, Canada, pp. 419-423.View/Download from: UTS OPUS or Publisher's site
© 2017 ACM. While help seeking has been extensively studied using self report survey data and models, there is a lack of content analysis techniques that can be directly applied to classify help seeking behaviour. In this preliminary work we propose a coding scheme which is then applied to an open dataset that we have created by carefully selecting sub groups from two popular discussion sites (Reddit and StackExchange). We then explore the possibility for automatically classifying help seeking behaviour using machine learning models. A preliminary model provides good initial results, suggesting that it may indeed be possible to construct student support systems that build off of an accurate classifier.
Khosravi, H, Cooper, K & Kitto, K 2017, 'Riple: Recommendation in peer-learning environments based on knowledge gaps and interests', Proceedings of the 10th International Conference on Educational Data Mining, EDM 2017, p. 4.
© 2017 International Educational Data Mining Society. All rights reserved. Various forms of Peer-Learning Environments are increasingly being used in post-secondary education, often to help build repositories of student generated learning objects. However, large classes can result in an extensive repository, which can make it more challenging for students to search for suitable objects that both reflect their interests and address their knowledge gaps. Recommender Systems for Technology Enhanced Learning (RecSysTEL) offer a potential solution to this problem by providing sophisticated filtering techniques to help students to find the resources that they need in a timely manner. Here, a new RecSysTEL for Recommendation in Peer-Learning Environments (RiPLE) is presented. The approach uses a collaborative filtering algorithm based upon matrix factorization to create personalized recommendations for individual students that address their interests and their current knowledge gaps. The approach is validated using both synthetic and real data sets. The results are promising, indicating RiPLE is able to provide sensible personalized recommendations for both regular and cold-start users under reasonable assumptions about parameters and user behavior.
Martinez-Maldonado, R, Hernandez-Leo, D, Pardo, A, Suthers, D, Kitto, K, Charleer, S, Aljohani, NR & Ogata, H 2016, 'Cross-LAK: Learning Analytics Across Physical and Digital Spaces', LAK '16 CONFERENCE PROCEEDINGS: THE SIXTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE,, 6th International Conference on Learning Analytics and Knowledge (LAK), ASSOC COMPUTING MACHINERY, Univ Edinburgh, Edinburgh, SCOTLAND, pp. 486-487.
Aliakbarzadeh, M & Kitto, K 2016, 'Applying POVM to model non-orthogonality in quantum cognition', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Quantum Interaction, Springer, San Francisco, California, United States, pp. 284-293.View/Download from: UTS OPUS or Publisher's site
Much of the work currently occurring in the field of Quantum Interaction (QI) relies upon Projective Measurement. This is perhaps not optimal, cognitive states are not nearly as well behaved as standard quantum mechanical systems; they exhibit violations of repeatability, and the operators that we use to describe measurements do not appear to be naturally orthogonal in cognitive systems. Here we attempt to map the formalism of Positive Operator Valued Measure (POVM) theory into the domain of semantic memory, showing how it might be used to construct Bell-type inequalities.
Bakharia, A, Kitto, K, Pardo, A, Gasevic, D & Dawson, S 2016, 'Recipe for Success - Lessons Learnt from Using xAPI within the Connected Learning Analytics Toolkit', LAK '16 CONFERENCE PROCEEDINGS: THE SIXTH INTERNATIONAL LEARNING ANALYTICS & KNOWLEDGE CONFERENCE,, 6th International Conference on Learning Analytics and Knowledge (LAK), ASSOC COMPUTING MACHINERY, Univ Edinburgh, Edinburgh, SCOTLAND, pp. 378-382.View/Download from: UTS OPUS or Publisher's site
Kitto, K & Widdows, D 2016, 'Ideologies and their points of view', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Quantum Interaction, Springer, San Francisco, California, United States, pp. 216-227.View/Download from: UTS OPUS or Publisher's site
It is well known that different arguments appeal to different people. We all process information in ways that are adapted to be consistent with our underlying ideologies. These ideologies can sometimes be framed in terms of particular axes or dimensions, which makes it possible to represent some aspects of an ideology as a region in the kind of vector space that is typical of many generalised quantum models. Such models can then be used to explain and predict, in broad strokes, whether a particular argument or proposal is likely to appeal to an individual with a particular ideology. The choice of suitable arguments to bring about desired actions is traditionally part of the art or science of rhetoric, and today’s highly polarised society means that this skill is becoming more important than ever. This paper presents a basic model for understanding how different goals will appeal to people with different ideologies, and thus how different rhetorical positions can be adopted to promote the same desired outcome. As an example, we consider different narratives and hence actions with respect to the environment and climate change, an important but currently highly controversial topic.
Kitto, K, Lupton, M, Davis, K & Waters, Z 2016, 'Incorporating student-facing learning analytics into pedagogical practice', Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE, Adelaide, South Australia, pp. 338-347.
Kovanovíc, V, Joksimovíc, S, Waters, Z, Gaševíc, D, Kitto, K, Hatala, M & Siemens, G 2016, 'Towards automated content analysis of discussion transcripts: A cognitive presence case', ACM International Conference Proceeding Series, International Learning Analytics & Knowledge Conference, Association for Computing Machinery (ACM), Edinburgh, Scotland, pp. 15-24.View/Download from: UTS OPUS or Publisher's site
In this paper, we present the results of an exploratory study that examined the problem of automating content analysis of student online discussion transcripts. We looked at the problem of coding discussion transcripts for the levels of cognitive presence, one of the three main constructs in the Community of Inquiry (CoI) model of distance education. Using Coh-Metrix and LIWC features, together with a set of custom features developed to capture discussion context, we developed a random forest classification system that achieved 70.3% classification accuracy and 0.63 Cohen's kappa, which is significantly higher than values reported in the previous studies. Besides improvement in classification accuracy, the developed system is also less sensitive to overfitting as it uses only 205 classification features, which is around 100 times less features than in similar systems based on bag-of-words features. We also provide an overview of the classification features most indicative of the different phases of cognitive presence that gives an additional insights into the nature of cognitive presence learning cycle. Overall, our results show great potential of the proposed approach, with an added benefit of providing further characterization of the cognitive presence coding scheme.
Scells, H, Zuccon, G & Kitto, K 2016, 'QUT at the NTCIR Lifelog Semantic Access Task', Proceedings of the 12th NTCIR Conference on Evaluation of Information Access Technologies, NTCIR, Tokyo, Japan, pp. 375-375.
Kitto, K, Bakharia, A, Lupton, M, Mallet, D, Banks, J, Bruza, P, Pardo, A, Shum, SB, Dawsony, S, Gaševícy, D, Siemensg, G & Lynch, G 2016, 'The connected learning analytics toolkit', ACM International Conference Proceeding Series, International Learning Analytics & Knowledge Conference, Association of Computing Machinery, Edinburgh, United Kingdom, pp. 548-549.View/Download from: UTS OPUS or Publisher's site
© 2016 Copyright held by the owner/author(s).This demonstration introduces the Connected Learning An- Alytics (CLA) Toolkit. The CLA toolkit harvests data about student participation in specified learning activities across standard social media environments, and presents information about the nature and quality of the learning interactions.
Atmanspacher, H, Bergomi, C, Filk, T & Kitto, K 2015, 'Quantum Interaction: 8th International Conference, QI 2014 Filzbach, Switzerland, June 30 - July 3, 2014 Revised Selected Papers', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics).View/Download from: Publisher's site
Gibson, AP & Kitto, K 2015, 'Analysing reflective text for learning analytics : an approach using anomaly recontextualisation', Proceedings of the Fifth International Conference on Learning Analytics And Knowledge, International Learning Analytics & Knowledge Conference, ACM, Poughkeepsie, NY, USA, pp. 275-279.View/Download from: UTS OPUS or Publisher's site
Reflective writing is an important learning task to help foster reflective practice, but even when assessed it is rarely analysed or critically reviewed due to its subjective and affective nature. We propose a process for capturing subjective and affective analytics based on the identification and recontextualisation of anomalous features within reflective text. We evaluate 2 human supervised trials of the process, and so demonstrate the potential for an automated Anomaly Recontextualisation process for Learning Analytics.
Kitto, K, Cross, S, Waters, Z & Lupton, M 2015, 'Learning analytics beyond the LMS: The connected learning analytics toolkit', ACM International Conference Proceeding Series, International Conference on Learning Analytics And Knowledge, ACM, Poughkeepsie, New York, pp. 11-15.View/Download from: UTS OPUS or Publisher's site
We present a Connected Learning Analytics (CLA) toolkit, which enables data to be extracted from social media and imported into a Learning Record Store (LRS), as defined by the new xAPI standard. A number of implementation issues are discussed, and a mapping that will enable the consistent storage and then analysis of xAPI verb/object/activity statements across different social media and online environments is introduced. A set of example learning activities are proposed, each facilitated by the Learning Analytics beyond the LMS that the toolkit enables.
Kitto, K, Sonnenburg, L, Boschetti, F & Walker, I 2014, 'Modelling attitudes to climate change — an order effect and a test between alternatives', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), International Symposium on Quantum Interaction, Springer, Filzbach, Switzerland, pp. 119-131.View/Download from: UTS OPUS or Publisher's site
© Springer International Publishing Switzerland 2015. Quantum-like models can be fruitfully used to model attitude change in a social context. Next steps require data, and higher dimensional models. Here, we discuss an exploratory study that demonstrates an order effect when three question sets about Climate Beliefs, Political Affiliation and Attitudes Towards Science are presented in different orders within a larger study of n = 533 subjects. A quantum-like model seems possible, and we propose a new experiment which could be used to test between three possible models for this scenario.
Waters, Z, Kovanović, V, Kitto, K & Gašević, D 2015, 'Structure matters: Adoption of structured classification approach in the context of cognitive presence classification', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Asia Information Retrieval Symposium, Springer, Brisbane, QLD, Australia, pp. 227-238.View/Download from: UTS OPUS or Publisher's site
© Springer International Publishing Switzerland 2015. Within online learning communities, receiving timely and meaningful insights into the quality of learning activities is an important part of an effective educational experience. Commonly adopted methods–such as the Community of Inquiry framework–rely on manual coding of online discussion transcripts, which is a costly and time consuming process. There are several efforts underway to enable the automated classification of online discussion messages using supervised machine learning, which would enable the real-time analysis of interactions occurring within online learning communities. This paper investigates the importance of incorporating features that utilise the structure of online discussions for the classification of “cognitive presence”–the central dimension of the Community of Inquiry framework focusing on the quality of students’ critical thinking within online learning communities. We implemented a Conditional Random Field classification solution, which incorporates structural features that may be useful in increasing classification performance over other implementations. Our approach leads to an improvement in classification accuracy of 5.8% over current existing techniques when tested on the same dataset, with a precision and recall of 0.630 and 0.504 respectively.
Atmanspacher, H & Filk, T 2013, 'The Relevance of Bell-Type Inequalities for Mental Systems', QUANTUM INTERACTION, QI 2013, 7th International Conference on Quantum Interaction (QI), SPRINGER-VERLAG BERLIN, Leicester, UNITED KINGDOM, pp. 231-243.View/Download from: Publisher's site
Darányi, S, Wittek, P & Kitto, K 2014, 'The sphynx's new riddle: How to relate the canonical formula of myth to quantum interaction', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), International Symposium on Quantum Interaction, Springer, Filzbach, Switzerland, pp. 47-58.View/Download from: UTS OPUS or Publisher's site
We introduce Claude Lévi Strauss' canonical formula (CF), an attempt to rigorously formalise the general narrative structure of myth. This formula utilises the Klein group as its basis, but a recent work draws attention to its natural quaternion form, which opens up the possibility that it may require a quantum inspired interpretation. We present the CF in a form that can be understood by a non-anthropological audience, using the formalisation of a key myth (that of Adonis) to draw attention to its mathematical structure. The future potential formalisation of mythological structure within a quantum inspired framework is proposed and discussed, with a probabilistic interpretation further generalising the formula. © 2014 Springer-Verlag Berlin Heidelberg.
Gibson, A, Kitto, K & Willis, J 2014, 'A cognitive processing framework for learning analytics', ACM International Conference Proceeding Series, International Learning Analytics & Knowledge Conference, ACM, USA, pp. 212-216.View/Download from: UTS OPUS or Publisher's site
Incorporating a learner's level of cognitive processing into Learning Analytics presents opportunities for obtaining rich data on the learning process. We propose a framework called COPA that provides a basis for mapping levels of cognitive operation into a learning analytics system. We utilise Bloom's taxonomy, a theoretically respected conceptualisation of cognitive processing, and apply it in a flexible structure that can be implemented incrementally and with varying degree of complexity within an educational organisation. We outline how the framework is applied, and its key benefits and limitations. Finally, we apply COPA to a University undergraduate unit, and demonstrate its utility in identifying key missing elements in the structure of the course. Copyright © 2014 by the Association for Computing Machinery, Inc.
Kitto, K & Boschetti, F 2013, 'The Effects of Personality in a Social Context', Cooperative Minds: Social Interaction and Group Dynamics: Proceedings of the 35 th Annual Conference of the Cognitive Science Society, Annual Conference of the Cognitive Science Society, Springer, Berlin, Germany, pp. 1792-1797.View/Download from: UTS OPUS
The contextuality of changing attitudes makes them extremely difficult to model. This paper scales up Quantum Decision Theory (QDT) to a social setting, using it to model the manner in which social contexts can interact with the process of low elaboration attitude change. The elements of this extended theory are presented, along with a proof of concept computational implementation in a low dimensional subspace. This model suggests that a society's understanding of social issues will settle down into a static or frozen configuration unless that society consists of a range of individuals with varying personality types and norms.
Galea, D, Bruza, P, Kitto, K & Nelson, D 2012, 'Modelling word activation in semantic networks: Three scaled entanglement models compared', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), International Conference on Quantum Interaction (QI), Springer, Paris, France, pp. 172-183.View/Download from: UTS OPUS or Publisher's site
Modelling how a word is activated in human memory is an important requirement for determining the probability of recall of a word in an extra-list cueing experiment. Previous research assumed a quantum-like model in which the semantic network was modelled as entangled qubits, however the level of activation was clearly being overestimated. This paper explores three variations of this model, each of which are distinguished by a scaling factor designed to compensate the overestimation. © 2012 Springer-Verlag.
Kitto, K & Bruza, P 2012, 'Non-compositional concepts and quantum tests', Proceedings of the Foundations of Probability and Physics-6 (FPP6) Conference, AIP Conference Proceedings,, Conference on Foundations of Probability and Physics - (FPP), AIP, Sweden, pp. 458-462.View/Download from: UTS OPUS or Publisher's site
Compositionality is a frequently made assumption in linguistics, and yet many human subjects reveal highly non-compositional word associations when confronted with novel concept combinations. This article will show how a non-compositional account of concept combinations can be supplied by modelling them as interacting quantum systems. © 2012 American Institute of Physics.
Kitto, K & Bruza, P 2012, 'Tests and models of non-compositional concepts', Building Bridges Across Cognitive Sciences Around the World: Proceedings of the 34th Annual Meeting of the Cognitive Science Society, Annual Conference of the Cognitive Science Society, Cognitive Science Society, Sapporo, Japan, pp. 1792-1797.View/Download from: UTS OPUS
The question of under what conditions conceptual representation is compositional remains debatable within cognitive science. This paper proposes a well developed mathematical apparatus for a probabilistic representation of concepts, drawing upon methods developed in quantum theory to propose a formal test that can determine whether a specific conceptual combination is compositional, or not. This test examines a joint probability distribution modeling the combination, asking whether or not it is factorizable. Empirical studies indicate that some combinations should be considered non-compositionally.
Kitto, K, Boschetti, F & Bruza, P 2012, 'The quantum inspired modelling of changing attitudes and self-organising societies', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), International Conference on Quantum Interaction (QI), Springer, Paris, France, pp. 1-12.View/Download from: UTS OPUS or Publisher's site
We utilise the quantum decision models, now well-developed in the QI community, to create a higher order social decision making model. A simple Agent Based Model (ABM) of a society of agents with changing attitudes towards a social issue is presented, where the private attitudes of individuals in the system are represented using a geometric structure inspired by quantum theory. We track the changing attitudes of the members of that society, and their resulting propensities to act, or not, in a given social context. A number of new issues surrounding this "scaling up" of quantum decision theories are discussed, as well as new directions and opportunities. © 2012 Springer-Verlag.
Kitto, K, Bruza, P & Gabora, L 2012, 'A quantum information retrieval approach to memory', Proceedings of the International Joint Conference on Neural Networks, IEEE International Joint Conference on Neural Networks, IEEE, Institute of Electrical and Electronics Engineers, Brisbane, QLD, Australia.View/Download from: UTS OPUS or Publisher's site
As computers approach the physical limits of information storable in memory, new methods will be needed to further improve information storage and retrieval. We propose a quantum inspired vector based approach, which offers a contextually dependent mapping from the subsymbolic to the symbolic representations of information. If implemented computationally, this approach would provide exceptionally high density of information storage, without the traditionally required physical increase in storage capacity. The approach is inspired by the structure of human memory and incorporates elements of Grdenfors' Conceptual Space approach and Humphreys et al.'s matrix model of memory. © 2012 IEEE.
Aerts, S, Kitto, K & Sitbon, L 2011, 'Similarity metrics within a point of view', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), International Conference on Quantum Interaction (QI), Springer Link, Aberdeen, UK, pp. 13-24.View/Download from: UTS OPUS or Publisher's site
Vector space based approaches to natural language processing are contrasted with human similarity judgements to show the manner in which human subjects fail to produce data which satisfies all requirements for a metric space. This result would constrains the validity and applicability vector space based (and hence also quantum inspired) approaches to the modelling of cognitive processes. This paper proposes a resolution to this problem, by arguing that pairs of words imply a context which in turn induces a point of view, so allowing a subject to estimate semantic similarity. Context is here introduced as a point of view vector (POVV) and the expected similarity is derived as a measure over the POVV's. Different pairs of words will invoke different contexts and different POVV's. We illustrate the proposal on a few triples of words and outline further research. © 2011 Springer-Verlag.
Galea, D, Bruza, P, Kitto, K, Nelson, D & McEvoy, C 2011, 'Modelling the acitivation of words in human memory: The spreading activation, spooky-activation-at-a-distance and the entanglement models compared', Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), International Conference on Quantum Interaction (QI), Springer Link, Aberdeen, UK, pp. 149-160.View/Download from: UTS OPUS or Publisher's site
Modelling how a word is activated in human memory is an important requirement for determining the probability of recall of a word in an extra-list cueing experiment. The spreading activation, spooky-action-at-a-distance and entanglement models have all been used to model the activation of a word. Recently a hypothesis was put forward that the mean activation levels of the respective models are as follows: Spreading ≤ Entanglment ≤ Spooking-action-at-a-distance This article investigates this hypothesis by means of a substantial empirical analysis of each model using the University of South Florida word association, rhyme and word norms. © 2011 Springer-Verlag.
Kitto, K 2011, 'Contextual Information: Modeling different interpretations of the same data within a geometric framework', Proceedings of the International Association for Computing and Philosophy 2011 (IACAP), The Computational Turn: Past, Presents, Futures?, International Association for Computing and Philosophy, Mv-Wissenschaft, Århus University, Denmark, pp. 97-100.View/Download from: UTS OPUS
Kitto, K, Boschetti, F & Bruza, P 2011, 'The geometric modelling of social frames and contexts', MODSIM 2011 - 19th International Congress on Modelling and Simulation - Sustaining Our Future: Understanding and Living with Uncertainty, International Congress on Modelling and Simulation, MODELLING & SIMULATION SOC AUSTRALIA & NEW ZEALAND INC, Perth, WA, pp. 2975-2981.View/Download from: UTS OPUS
How do humans respond to their social context? This question is becoming increasingly urgent in a society where democracy requires that the citizens of a country help to decide upon its policy directions, and yet those citizens frequently have very little knowledge of the complex issues that these policies seek to address. Frequently, we find that humans make their decisions more with reference to their social setting, than to the arguments of scientists, academics, and policy makers. It is broadly anticipated that the agent based modelling (ABM) of human behaviour will make it possible to treat such social effects, but we take the position here that a more sophisticated treatment of context will be required in many such models. While notions such as historical context (where the past history of an agent might affect its later actions) and situational context (where the agent will choose a different action in a different situation) abound in ABM scenarios, we will discuss a case of a potentially changing context, where social effects can have a strong influence upon the perceptions of a group of subjects. In particular, we shall discuss a recently reported case where a biased worm in an election debate led to significant distortions in the reports given by participants as to who won the debate (Davis et al., 2011). Thus, participants in a different social context drew different conclusions about the perceived winner of the same debate, with associated significant differences among the two groups as to who they would vote for in the coming election. We extend this example to the problem of modelling the likely electoral responses of agents in the context of the climate change debate, and discuss the notion of interference between related questions that might be asked of an agent in a social simulation that was intended to simulate their likely responses. A modelling technology which could account for such strong social contextual effects would benefit regulatory b...
Bruza, P, Iqbal, A & Kitto, K 2010, 'The role of non-factorizability in determining "pseudo-classical" non-separability', AAAI Fall Symposium - Technical Report, pp. 26-31.
This article introduces a "pseudo classical" notion of modelling non-separability. This form of non-separability can be viewed as lying between separability and quantum-like non-separability. Non-separability is formalized in terms of the non-factorizabilty of the underlying joint probability distribution. A decision criterium for determining the non-factorizability of the joint distribution is related to determining the rank of a matrix as well as another approach based on the chi-square-goodness-of-fit test. This pseudo-classical notion of non-separability is discussed in terms of quantum games and concept combinations in human cognition. Copyright ©2010, Association for the Advancement of Artificial Intelligence. All rights reserved.
Kitto, K, Ramm, B, Bruza, P & Sitbon, L 2010, 'Testing for the non-separability of bi-ambiguous compounds', AAAI Fall Symposium - Technical Report, pp. 62-69.
Separability is a concept that is very difficult to define, and yet much of our scientific method is implicitly based upon the assumption that systems can sensibly be reduced to a set of interacting components. This paper examines the notion of separability in the creation of bi-ambiguous compounds that is based upon the CHSH and CH inequalities. It reports results of an experiment showing that violations of the CHSH and CH inequality can occur in human conceptual combination. Copyright © 2010, Association for the Advancement of Artificial Intelligence. All rights reserved.
Bruza, P, Kitto, K, Nelson, D & McEvoy, C 2009, 'Extracting Spooky-Activation-at-a-Distance from Considerations of Entanglement', QUANTUM INTERACTION, PROCEEDINGS, 3rd International Symposium on Quantum Interaction, SPRINGER-VERLAG BERLIN, German Res Ctr Artificial Intelligence, Saarbrucken, GERMANY, pp. 71-+.
Flender, C, Kitto, K & Bruza, P 2009, 'Nonseparability of Shared Intentionality', QUANTUM INTERACTION, PROCEEDINGS, 3rd International Symposium on Quantum Interaction, SPRINGER-VERLAG BERLIN, German Res Ctr Artificial Intelligence, Saarbrucken, GERMANY, pp. 211-224.
Kitto, K, Bruza, P & Sitbon, L 2009, 'Generalising Unitary Time Evolution', QUANTUM INTERACTION, PROCEEDINGS, 3rd International Symposium on Quantum Interaction, SPRINGER-VERLAG BERLIN, German Res Ctr Artificial Intelligence, Saarbrucken, GERMANY, pp. 17-+.
Render, C, Kitto, K & Bruza, P 2009, 'Beyond Ontology in Information Systems', QUANTUM INTERACTION, PROCEEDINGS, 3rd International Symposium on Quantum Interaction, SPRINGER-VERLAG BERLIN, German Res Ctr Artificial Intelligence, Saarbrucken, GERMANY, pp. 276-288.
Bruza, P, Kitto, K, Nelson, D & McEvoy, C 2008, 'Entangling words and meaning', Quantum Interaction: Proceedings of the Second Quantum Interaction Symposium (QI-2008), QI-2008: 2nd Quantum Interaction Conference, Oxford, UK, pp. 118-124.
Kitto, K 2008, 'Why Quantum Theory?', Proceedings of the Second Quantum Interaction Symposium (QI-2008), QI-2008: 2nd Quantum Interaction Conference, College Publications, Oxford, UK, pp. 11-18.
Kitto, K 2005, 'Gauging ALife: Emerging Complex Systems', Recent Advances in Artificial Life, The Second Australian Conference on Artificial Life (ACAL 2005)., World Scientific, Sydney, Australia, pp. 117-130.
Kitto, K 2002, 'Dynamical hierarchies in fundamental physics', Workshop Proceedings of the 8th International Conference on the Simulation and Synthesis of Living Systems (ALife VIII, 8th International conference on the simulation and synthesis of living systems (ALife VIII), University of New South Wales, Sydney, pp. 55-62.
Colyvan, M, Kitto, K, Quigley, M, Bennetts, L, Durance, P, Galton-Fenzi, B, Geenens, G, Hamilton, K, Ickowicz, A, Killedar, M, Kuhnert, P, Lindsay, M, Pembleton, K, Roberts, M, Verdejo-Garcia, A & White, C Academy of Science 2017, Addressing Risk in Conditions of Uncertainty Ignorance and Partial Knowledge, An Interdisciplinary approach to Living in a Risky World: Recommendations from the 2016 Theo Murphy High Flyers Think Tank, pp. 5-7, Canberra.View/Download from: UTS OPUS
Recommendations from the 2016 Theo Murphy High Flyers Think Tank: An Interdisciplinary approach to living in a complex world
Quigley, M, Bennetts, L, Durance, P, Galton-Fenzi, B, Geenens, G, Hamilton, K, Ickowicz, A, Killedar, M, Kitto, K, Kuhnert, P, Lindsay, M, Pembleton, K, Roberts, M, Verdejo-Garcia, A & White, C 2017, 'Listen up: a plan to help scientists get their research heard by decision-makers'.